European Journal of Educational Research Volume 5, Issue 1, 35 - 42. ISSN: 2165-8714 http://www.eurojedu.com/ The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education Aboagye Michael Osei* Qing Jing Liang Ihnatushchenko Natalia Mensah Abrampah Zhejiang Normal University, Zhejiang Normal University, Kramatorsk Institute of Stephen CHINA CHINA Economics and Humanities, University of Education- UKRAINE Winneba, GHANA Abstract: Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals’ mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate level- appropriate pre-reading activities to enrich Preschool Education in Ghana. Keywords: Pre-reading activities, preschool education, games To cite this article: Osei, A.M, Liang, Q.J., Natalia, I., & Stephan, M.A. (2016). The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research, 5(1), 35-42. doi: 10.12973/eu-jer.5.1.35 Introduction for children to develop reading skills for later education. Reading skills unarguably form the bedrock whenever knowledge is acquired for individual development. Reading ability in children has become a major concern Most often than not, the possession of reading skills for all educational stakeholders (teachers, care givers, among children is central to the goals of teaching curriculum researchers and designers, and other English to children. For this reason, reading holds a educational service officers) and every nation at large significant value in every person's education. It is the (Mckey, 2002; Huyen & Nga, 2003). This is because means of communication and a gateway to knowledge reading ability among learners has a far-reaching and literacy, making it the greatest weapon in the influence and has accordingly, become an hands of anyone who wants to live a full literate life indispensable gateway to the acquisition of knowledge. (Dawson & Bamman, 1963; Graves, 1995; Savage, Reading ability levels of learners impress hugely on 1998; Sekyi-Baidoo, 2003; Yamashita, 2004; Hermida, their proficiency levels in language acquisition as well 2009; Wolf & Barzillai, 2009; Al-issa, 2010). as their knowledge in all other subjects (Sekyi-Baidoo, 2003). Hence, reading plays important role in the life of The value of reading is also seen in the fact that it every individual, young and old, and critically provides humans with rich sources of life experience preschoolers who are just starting to learn about which will otherwise take a long time to acquire if we themselves and the world around them. It is necessary rely solely on physical contacts and interactions therefore for pupils to have the right and structured (Nunan, 2003; Clark & Rumbold, 2006). It is through pre-reading activities such as holding books the right reading that the goals of language and literacy way, turning pages appropriately, relating picture programs for children are meant to increase their scenes to life experience, making inferences on both ability to communicate orally, therefore, parent, what is read and pictures as well as left to right eye teachers and child care professionals are required to movement, to enhance readiness for formal reading provide adequate amount of time, learning materials and the acquisition of relevant reading skills for and variety of interesting activities coupled with games ______________________ * Corresponding author: Aboagye Michael Osei, College of Preschool Education, Zhejiang Normal University, China Email: [email protected] 36  OSEI, LIANG, NATALIA & STEPHEN / The Use of Pre-Reading Activities in Preschool Education reading (Ajideh, 2006; Mihara, 2011; Kevan & Pammer, knowledge and understanding in teaching preschoolers 2009; Azizifar et al., 2015). language (English) reading. However, English being the lingua Franca and Wasik & Bond (2001), Pemberton & Road (2009) and therefore, the medium of instruction in Ghanaian Johnson et al. (2010) vehemently describe that, Pre- schools is gradually losing its viability in the face of the reading activities are series of activities ( i.e. games, disappointing attempts to resuscitate the situation with early play, and jigsaw puzzles, role playing and particular regards to reading and comprehension on imitation) to which pupils are exposed to, as a way of the part of students (Opoku-Amankwa et al., 2012; preparing them for formal reading. Ping (2014) National Education Assessment Unit, 2014; Kavi, acknowledges by proffering that, pre-reading activities 2015). Reading activities and for that matter the use of are indispensable to pupils' latter applications in games in fostering reading skills are often relegated to school activities and for that matter, teachers and early the background. This is because pre-reading activities childhood care givers must use sufficient and are very laborious and time consuming and therefore developmentally appropriate learning materials teachers and care givers do not give them serious coupled with games that appeal to the interest of pupils attention (Tyner, 2009). Insufficient care is given to in order to make learning interesting. In line with this, creating the correct type and amount of preparatory Silinskas et al. (2012) and Kim & Quinn (2013) avouch background for pupils learning to read, consequently, that pre-reading activities are enabling activities, children lose interest in reading (Shu-yun, 2005; Ricci, which provide early readers with comprehensive and 2011). This obviously highlights why Hargrave & necessary background to organize activities and to Sénéchal (2000), Pakulski & Kaderavek (2012) and comprehend materials to be read. Thus in this view, Abdulai (2014) discuss that, the provision of pre- pre-reading activities unearth and elicit prior reading activities geared toward games for children in knowledge, the purpose(s) for reading and building a their early years are very necessary for acquiring knowledge base necessary for dealing with the content critical reading skills. With pre-reading activities and the structure of the materials ascertains (Suggate children can develop initial thinking skills cognitively et al., 2013). through aesthetics awareness which they can relate Insofar as pre-reading activities prepare and build these experiences to events that bring them to real life pupils foundation pertaining to reading materials, it situation Lynch, Wolcott, & Associates (2001), Wood goes to testify the important role pre-reading activities (2002) and Kevan & Pammer (2009) intimates. play in building pupils’ focus and reinforce their Echeverri & McNulty (2010) corroborates this with the attention to materials to be read (Hall & Moats, 2000; realization that, games in pre-reading activities play Walczyk & Griffith-Ross, 2007; Franceschini et al., important role in language acquisition and for that 2013). Certainly, it enables the child to try out his matter reading skills. emotional self gradually to stabilize himself through Given the inevitable nature of reading in language expression of the emotions in a variety of reading (English) acquisition to be specific and knowledge situation and to acquire pre-reading skills with less development in general, this work seeks to identify the difficulty substantiates (Abdulai, 2014). role of games in acquiring English reading skills among The concept of pre-reading activities has been the preschool pupils in the University of Education emphatically discussed as the fundamental practices practice school of Ghana. for exposing children to reading and sustaining their Material Development and Hypothesis Proposition interests in reading text (Pemberton & Road, 2009; Suggate et al., 2013; Kim et al., 2010; Yolageldili & Pre-Reading Activities and reading achievement in Arikan, 2011). Thus, activities such as relating pictures preschool education to the words of pages, fixing picture puzzles, role Just as reading has been of great interest to scholars playing, matching and sorting help children to form and educational stakeholders, so has the possession of basic understanding of the text, recognize the pre-reading skills gained tremendous considerations importance of reading and develop interests in reading Sekyi-Baidoo (2003), Echeverri & McNulty (2010), text. Pataki et al. (2014) buttresses this by intimating Fisher (2001) and as Thongyon & Chiramanee (2011) that, activities that provide opportunities for puts forward that, pre-reading skills and activities are preschoolers to identify words grouped in phrases or relevant dimensions in language acquisition, the study sentences train their eyes to read in later years. It is of Azizifar et al. (2015) supports with the realization well reverberated that, when children in their early that, reading activities and practices are pertinent in years are regularly provided with pre-reading and language acquisition and the acquisition of reading reading experiences, they attain the necessary reading skills in Childhood education. Therefore, pre-reading skills needed for formal reading and makes them more activities has received great deal of attention as several likely to succeed when they reach the more serious studies intimate on conceptualized practices which instruction at their late basic school education help provide teachers and practitioners with clear (Abdulai, 2014; Pataki et al., 2014). European Journal of Educational Research 37 Tsadidey (2002) describes pre-reading activities to be equally substantive that, this study brings to fore the the use of varieties of games, comparative picture need for the use of pre-reading activities particularly studies, and storytelling in pictures which are usually games (which involves puzzle, sorting, matching,) and instrumental in helping children acquire their reading its effect in teaching English language to KG pupils on skills that is needed for formal reading. During the their achievement in reading. preoperational stage, children accumulate background Games and Reading Achievement in Preschool Education information and many skills such as flipping pages of books, relating pictures to ideal life, movement of the Language learning and the acquisition of pre-reading eyes from right to left, sketching of pictures, maps, skills in preschool education oftentimes become diagrams and graphs (Kaplan & Walpole, 2005; Yin et challenging tasks requiring constant efforts especially al. 2007; Meisinger et al. 2010), therefore, it is pre- from teachers and young learners. According to reading skills that determine in a comprehensive terms Seidlhofer (2004), Kashinath et al. (2006) and Herrera the understanding of the subject of the text to be taught et al. (2008) games encourage and motivate language to children and thus form a cardinal foundation for learners to direct their energy and attention towards their later reading abilities affirms (Suggate et al., language learning, and activities to promote higher 2013). achievement in language acquisition and skills. Thus, by providing children with meaningful contexts which Furthermore, Fischel et al. (2007), VanderMaas-Peeler form the basis for reading particular text, they are able et al. (2009) and Piker (2013) share akin views with to maintain their interests and build upon their their research findings that, many of the children with language skills, the focus of teaching language (Lee, exposure to pre-reading activities possess great 2009; Wang & Chen, 2010; Waite, 2011). interests to understand the reasons for reading a text, such as building of knowledge to elicit an emotional Musa et al. (2012) discusses that, games are activities response to the text from the student. In sync, that are in great harmony to the mind and senses in Ghamrawi (2014) discusses that, pre-reading activities getting a class to use its initiative in language lessons, provide pupils the opportunity to make informed particularly English. In tune with this, Klimova (2013) decisions about reading more of a text to find more vehemently expresses that, games with clear beginning interesting ideas from the text. and ending, governed by rules are extremely important language teaching tools. Such that, they facilitate the Adinolfi (2012) suggests why teachers need to design acquisition of language skills in early education and and provide for pupils pre-reading activities that provide learners the environment to compete while provoke their interests. Thus the relevance of pre- maintaining their enthusiasm, the feeling and reading activities goes a long way to provide students expression of energy and eagerness to do more with with the basic and necessary information about text, focus to answer the question who wins or loses arouse their interests in reading text and to sustain ascertains (Mourão, 2014). In this view, Kapantzoglou them in reading environment during their formal et al., (2012) observes that, games used in teaching learning stage (Jung & Sainato, 2013). language are laborious activities with rules, element of Often times, activities such as word & picture matching, fun but goal oriented pertaining to teaching English word matching games, sorting box and letters, word & language to children. They involve the cooperation of picture puzzle, come in issue whenever pre-reading group members and the competing spirit between and reading come to context. Yuliana (2003), Hayes groups questing to achieve particular objective within (2009), Hashemi & Azizinezhad (2011) describe that, a set of rules during language class (Hashemi & games and role play constitute pre-reading activities in Azizinezhad, 2011). Obviously, the cardinal content in preschool classrooms for the teaching and learning of using games in teaching language is to foster language. In (Yamat et al. 2014), same is the view that, cooperation and generate interest as the learning pre-reading activities which constitute various forms of process becomes fun under solemn instructional games are necessary for preschool teachers to use in planning, and activities (Oppenheim-Leaf et al. 2012). teaching language to young learners at kindergarten. Understandably, learning in delightsome activities and processes with ease leads to successful learning, The forgoing discussion vouches that, pre-reading making the use of games in language teaching a activities that includes but not limited to all forms of preeminent tool for language achievement specifically games are pertinent with passionate interests in English language. Jones et al. (2013) substantiates this teaching children language and thus highly with realization that, inasmuch as games warrant recommended for practice at KG centers in modern pupils to cooperate comprehensively to achieve early childhood education (ECE). Verily, it leaves no learning goals, and as it is equally undeniable that most doubt to accept that, pre-reading activities are very learners enjoy confederation and social interaction in important in teaching children in preschool centers achieving learning goals, successful learning is possibly because they help them in such a way that there is no certain whenever teaching and learning of language is novelty surrounding formal reading when it is smoothly facilitated by games in preschool education. eventually introduced in their formal schooling. It is 38  OSEI, LIANG, NATALIA & STEPHEN / The Use of Pre-Reading Activities in Preschool Education Ghamrawi (2014) adds that, games stimulate children’s language lessons. Additionally, the principal objective interests to be more active participant in classroom of this piece is to ascertain the proposition that; activities such that, they spur and motivate children Preschool Children who learn language contents with short attention span to get very absorbed in the through the use of games and pre-reading activities competitive aspects of the games and process of will have greater achievement than their counterparts learning language skills. Thus children become who are taught without the use of games and pre- extremely active in classroom activities promoting high reading activities. achievement in acquisition of language and literacy (Meacham, 2014). This is to promote the interest and to provoke academic debates, discussions and knowledge sharing Shah-Wundenberg et al. (2012), Owodally (2013) and to encourage preschool teachers and care givers to Wyse & Goswami (2013) evince in agreeable terms adopt games in teaching their pupils while suiting the that, the designing of games and their use in teaching general impressions that drive the students’ are laborious activity giving teachers an overnight involvement and participation in language classes. sensation in the daily activities at preschool centers. Nonetheless, the benefits to be derived from games are Methodology enormous and thus provide them the vitality to employ Research Goal, Sample and Sampling Procedure such techniques in teaching vulnerable children entrusted to their care. Several studies have tabled the The study was an action research, a small scale suggestion that, almost all young learners have short intervention concerned with diagnosing a problem attention span and are unable to sustain their attention pertaining to preschool classroom teaching and over 20 to 30 minutes without losing focus and getting learning as well as finding appropriate solutions to it. bored during classroom activities(Auleear Owodally, It is meant to assist the KG pupils in the university 2010; Posada et al., 2012; Mifsud et al. 2013; Pataki et practice school of the University of Education Winneba al., 2014). And that, children are physically active and Campus (Ghana) to identify two, and three letter words learn by doing, imagining and creating, therefore, while acquiring pre-reading skills in language lessons. teachers need to search for techniques, methods, Experimental control groups design was employed, activities and processes that will convert the active followed by a randomized pre and post-test of two nature of children into good use during classroom classes. Test and observation guides were used to activities. Stated simply, making the use of games vital diagnose the problem of reading among the KG instrument in teaching children at preschool centers children in the two groups (control and treatment establishes. Owodally (2011) amply discusses how the group). A treatment was given to the experimental use of games creates enabling learning environment for group (treatment group) using games and pre-reading learners to cultivate knowledge in productive and activities while traditional methods devoid of games operative ways. Thus, sufficiently, it is intimated that, and pre-reading activities were used to teach the same language (English) achievement in preschool education content to the control group. hinges on the application of games in teaching and learning of language contents (Ghamrawi, 2014) and Pupils’ achievement was then assessed to examine the their relationships have been unlocked (Yoon, 2015) variability in the mean scores between the two groups that, whenever games are effectively applied in at the pre-test stage and the post-test stages. Data were language lessons in preschool centers, language collected primarily with questionnaires distributed to acquisition takes place smoothly. The review of these teachers while observation guide and tests scores were studies go to reinforce that, games and role play as a utilized for measuring students achievement in pre- teaching method cannot be less valued in early reading skills and the reading of two and three letter childhood education such that, it provide young words during the pre and post lessons. learners with exhaustive possibilities to connect their To adjust to the bias effect from the observers and the real-life situations to the confinement of the classroom teachers involved in delivering lessons, the observing and make learning situations more similar to that of role was rotated between the two employed observers the real world of the learners. Therefore, this study while the teachers were also rotated between classes. examines the effects of games on the acquisition of pre- Teachers were made to understand the reasons for the reading skills (language achievement) by comparing study and hence to comply with the outline given per two preschool classes labelled as the control group and the classes they were asked to teach. the treatment group where the control group experiences language lesson without teacher using The population consisted of all the children studying at variety of games whereas the treatment group the University practice KG with sample of the KG2 experiences language lesson through the use of games class. A random sampling technique was used involving and participation in variety of pre-reading activities. students who were present during the time of the The study highlights the reasons underpinning research to draw a sample size of 47 pupils. The pupils preschool teachers’ intention to use games in their were randomly assigned to groups labelled “KG2A group and KG2B group. During the pre-stage otherwise European Journal of Educational Research 39 labelled as the “diagnostic stage”, interview, (checklist), Data Analysis and Presentation observation guides and class exercises were used to Data was retrieved from 47 participants distributed for identify the evidence proving the existence of the class1 (KG2A) and class 2 (KG2B) as 22, 25 perceived problem and the possible causes by respectively. Among the pupils in the Class1, 14 pupils observing three consecutive language classes (lessons) representing (63.6%) were female and 8 pupils at the centre. constituting (36.4%) were males whiles in the class2, The researcher with the help of two observers and 15 pupils denoting (60%) were females and 10 pupils class teachers conducted pre-reading exercise using depicting (40%) constituted males. In total, pupils who simple words on letter cards and pictures to rate the participated in the study constituted 18 (39.3%) males scores obtained by pupils with mean and SD scores and 29 (61.7%) females respectively. The ages of the tabled before the post stage of the study. pupils ranges between 6 and 7 years. The postage begun with the KG2A class (treatment Language Achievement Scores in the Pre-intervention group) undergoing language lesson through the use of Stage Class2 A&B games and word drills while the KG2B class (control The test scores obtained exhibit the achievement of group) experienced normal form of teaching without language during the diagnostic stage of the study. It the use of games and pre-reading activities (traditional was amply evidential that, most of the pupils within the language teaching in Ghanaian preschools). During two classes had limited scores in reading letters and assessment at this stage, the same tools (used at the simple word. Their pre-reading skills as observed were pre-test stage) were used to assess the variability in also unsatisfactory. The estimated frequencies and students test scores after the two classes have been percentages put most of the pupils’ scores within pass taught language content. In all cases, validity were mark with few of the pupils scoring within average and concurrently examined as the researcher employed good. Then also, none of the pupils had excellent score experts (lecturers) in the department of early which is scaled within 9 to 10 marks for the class KG2A childhood education at the university of education to (the experimental group). On the other hand, the cross examine the content validity of the test items. scores obtained by the students within the control Then also, a correlation coefficient of .840 was class (KG2B) were similarly despicable to write about. obtained reliability test using the test/retest technique Many students scored below pass mark (below 5) with where the test items were initially applied on a pilot few of them obtaining high marks between average and sample of 15 pupils. good (5 to 6 & 7 to 8) while none of the students The possible approaches and techniques employed are performed excellent in the KG2B class (the control quantitative involving descriptive analysis, group). The Table below is an exhibit independent sample t-test and one way analysis of Table 1.Pre-test scores for pupils within the Experimental and the Control groups sorting fixing matching pictures to letters of picture identifyin identifying names alphabet puzzle g words objects Mean CLASS f % f % f % f % f % &SD KG2A below5 1 1 16 69.6 13 56.5 6 69.6 2 52.2 17 73.9 Treatment 5 to 6 1 5 21.7 9 39.1 7 30.4 0 43.5 6 26.1 6.91304 group 7 to 8 2 8.7 1 4.3 0 0 1 4.3 0 0 Total 2 2 1.04067 23 100 23 100 3 100 3 100 23 100 5 KG2B below5 1 1 19 79.2 19 79.2 9 79.2 3 54.2 16 66.7 Control 5 to 6 4 16.7 5 20.8 5 20.8 9 37.5 8 33.3 6.54167 group 7 to 8 1 4.2 0 0 0 0 2 8.3 0 0 Total 2 2 1.02062 24 100 24 100 4 100 4 100 24 100 1 variance (ANOVA) in making logical inference, utilizing KG2A=Experimental group KG2B=Control group below5=Poor 5 to 6=Average 7 to 8=Good 9 to the IBM SPSS version 21. 10=Excellent 40  OSEI, LIANG, NATALIA & STEPHEN / The Use of Pre-Reading Activities in Preschool Education Table 2. Post-test achievement scores for pupils within the Experimental and the Control groups sorting fixing matching pictures letters of picture identifyin identifying to names alphabet puzzle g words objects CLAS S f % f % f % f % f % Mean&SD KG2A below 5 -- -- -- -- -- -- -- -- -- -- 5 to 6 -- -- 1 4.3 -- -- 2 8.7 -- -- 18.30435 7 to 8 6 26.1 9 39.1 6 26.1 4 17.4 8 34.8 9 to 10 1 17 73.9 13 56.5 17 73.9 7 73.9 15 65.2 1.0195713 Total 2 23 100 23 100 23 100 3 100 23 100 KG2B below 5 -- -- -- -- -- -- -- -- 3 12.5 5 to 6 1 16 66.7 7 29.2 18 75 5 62.5 16 66.7 12.20833 7 to 8 7 29.2 12 50 5 20.8 6 25 4 16.7 9 to 10 1 4.2 5 20.8 1 4.2 3 12.5 1 4.2 1.2150923 Total 2 24 100 24 100 24 100 4 100 24 100 KG2A=Experimental group KG2B=Control group below5=Po or 5 to 6=Average 7 to 8=Good 9 to 10=Excellent 1 4.2 5 20.8 1 4.2 3 12.5 1 4.2 24 100 24 100 24 100 24 100 24 100 Ad ditionally, a comparison of the mean estimates On the other hand, the test scores obtained by the evidently proffers that, there is no difference between members in the control group at the post-test were not the performances of the two classes in language different from that obtained in the pre-test. achievement during the pre-intervention stage of the As displayed in the table below, most of the pupils had study. As shown in the analysis, students in the test scores below5 and 5-6 while few scored 7-8 and 9- treatment group performed similarly to those in the 10. By comparing the mean estimates obtained by the control group during the pre-test stage. F (2, 47) = .103, two classes shows that, there exists significantly p>.05, and T (2, 47) = 1.235, p>.05, Df (45) with a mean different effect in the performance of the two classes. F difference of 0.37138. Obviously, it is evidential that, (2, 47)= 0.204, p>.05, and T (2, 47) = 18.591, p<.05, Df there is no statistically significant difference in the (45) with a mean difference of 6.09601. language achievement scores between the members of the two classes. In this view, the null hypothesis of no Test for Research Hypothesis difference in the test scores for the members within the Pertaining to the test of the research hypothesis, KG2A class and the KG2B class is accepted against the ANOVA was used to examine the differences in the alternative hypothesis. exams scores obtained by the two groups at the post- Language Achievement Scores in the Post-Intervention test stage. In examining the presence of homogeneity in Stage Class2a&B the test score obtained at the post-stage, F observed is 2.174, P-value >.05 (.182). Then also, to control for the Pertaining to the post-intervention stage, the scores effect from the pre-test during the post-test stage, F obtained after the two classes have been exposed to (2.386) was not significant, p-value=.119. By reading in an experimental way involving the use of controlling for the effect of the pre-test, the generated games and pre-reading activities (for the treatment ANOVA result amply exhibited that, there exist class) and a control approach where pupils are taught significant difference between the language in a regular approach without the use of games (for the achievement values obtained by the members in the control class) are intuitively displayed below. two groups (control and treatment group). For a mean Descriptively, it is amply discernible that, many of the squared of 408.367, F= 336.828, and p-value <.001 students within the experimental group performed (0.000), with a Partial Eta Squared of .884. Thus for extremely well in reading two and three letter words control group (KG2B) Vs the treatment group (KG2A), after experiencing series of games and pre-reading the post-test scores for language achievement is activities. Most of the pupils fell within the score range significantly different between groups such that, the labelled very good and excellent and few performed membership in the KG2A vs. the KG2B class explain averagely wiles none of the pupils had test scores approximately 8.84% of the movement in the below average (below 5). European Journal of Educational Research 41 dependent variable. The forgoing analogy provides the and pre-reading activities an integral part of their basis for accepting the alternative hypothesis that, teaching if the focal point of teaching and learning at Preschool Children who learn language contents preschool education is observed as preparatory stage through the use of games and pre-reading activities for formal education. will have greater achievement than their counterparts Conclusion who are taught without the use of games and pre- reading activities. The findings of this research brings to light that, in today’s volatile and increasingly dynamic early This goes to reinforce the current wave that, the use of childhood education, the role of pre-reading activities games and pre-reading activities has tremendous effect pertaining to games and play are the most valuable in on the acquisition of pre-reading skills and language the teaching and learning of language. The significant achievement in preschool education. Thus for the use contributions that this research elicits on the use of and improvement in teaching language through games games as a pre-reading activity to augment the and pre-reading activities, language acquisition among achievement of language and literacy in childhood children increases. education corroborates with various similar studies Findings and Discussion indicating to early childhood practitioners and teachers across board, not to downplay the importance of pre- In this study, the use of games and pre-reading reading activities (games) as a technical tool to activities are vehemently discussed, their effects are achieving language and literacy. Nonetheless, it is tremendously telling as the analysis discloses that, imperative for further studies to broaden the games and pre-reading activities in language teaching knowledge in this topic area. provide children with great possibilities to improve their language skills and achievement. 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